Natasha Friend Unit Plan: RDGED 704 - Final Project

KATE OLSON
Natasha Friend Unit Plan

RDGED 704 – Final Project
Kate Olson
2009
SUBMITTED TO: SHARRON MCELMEEL – PROFESSOR – UW-STOUT

Natasha Friend Unit Plan 2009
Table of Contents
Project Description………………………………………………………………………….3
Unit Outline…………………………………………………………………………………5
Appendix 1 – Icebreaker…………………………………………………………………….9
Appendix 2 – Natasha Friend……………………………………………………………….11
Appendix 3 – Perfect………………………………………………………………………..12
Appendix 4 – Lush…………………………………………………………………………..14
Appendix 5 – Bounce……………………………………………………………………….15
Appendix 6 – References……………………………………………………………………16
Appendix 7 – Reflection………………….…………………………………………………18
Kate Olson - 2009 Page 2

Project Description:
This project is an author unit plan based on the books Perfect, Lush, and Bounce by Natasha
Friend. This plan is developed for use in a girls’ middle school book club run by teachers and guidance
counselors. The club would be an after school activity for students, so would be entirely optional, and is
based around books appealing to teenage girls (ages 11-14) and that involve sensitive topics relating to
this age/gender group. If possible, the group would be for 8th graders, but if there is not enough interest,
it would be opened up to younger grades as well. The group’s focus topics include, but are not limited
to, eating disorders, parent remarriage, and parent alcoholism. The three books at the base of the unit
deal with these topics and offer insight into different topics that teenage girls might be dealing with.
The main activity involved in the book club, besides the reading, will be generating discussion
questions and then sharing these questions and discussing possible responses at the next session. Not
only will the discussions help with understanding and coping in relation to the issues, but they will help
students engage in reading and comparing/contrasting characters and situations. Having students
generate questions will be a gradual process, building on skills learned in their reading classes,
especially Question-Answer Relationships. While the club is outside of the school day and will be
focused on relationships and the joy of reading, it will still be aiding the students in reading
comprehension and analyzing skills.
While the book club could certainly continue after completing Natasha Friend’s books (or could
continue with her fourth, due out in Spring 2010!), there will be a final project in which members of the
book club have the opportunity to jump into the life of one of the main characters and record a audio or
video diary from the perspective of that character. These diaries will be shared with the group and a
wider audience if possible.
Acclaim for Literature Chosen:
Retrieved from: http://www.natashafriend.com/Awards.html
BOUNCE (Scholastic, 2007)
One of NYPL's Best Books for the Teen Age, 2008
LUSH (Scholastic, 2006)
International Reading Association Y.A. Choices for 2008

Rhode Island Teen Book Award, 2008
A.L.A. Quick Pick for Reluctant Readers, 2006
PERFECT (Milkweed Editions, 2004)
Isinglass Teen Book Award, 2008

Golden Sower Award, 2007
Black-Eyed Susan Award nominee, 2007-2008

Book Sense Pick, 2005

Milkweed Prize for Children's Literature, 2004
Objective:
After reading Natasha Friend’s books Perfect, Lush, and Bounce, students will be able to
recognize and compare/contrast experiences of teenage girls in different life experience
situations
discuss the central themes and compare them to their own lives and other literature
generate discussion questions
Target Audience:
Students — girls, ages 11-14, grades 6-8 (primary focus on 8th graders)
Academic Standards:
Wisconsin Language Arts Model Academic Standards
A.8.2 Read, interpret, and critically analyze literature.
Identify the defining features and structure of literary texts, such as conflict, representation of
character, and point of view
A.8.3 Read and discuss literary and nonliterary texts in order to understand human experience.
Identify common historical, social, and cultural themes and issues in literary works and selected
passages
Materials Needed:
Student and teacher copies of Scholastic’s Perfect, Lush, and Bounce – it is important that you
have the Scholastic versions of at least Perfect and Lush as this unit plan utilizes the guides in
the back of the books – Eating Disorders Resources for Perfect and Alcoholism and Domestic
Violence for Lush
Pencils for ―Wright Family‖ Icebreaker
Audio and video recording equipment for final project
Website for publishing of final projects

Unit Outline/Timeline
The group will meet once per week for 45 minutes. The majority of the reading will be done outside of
class with discussion and analysis occurring during sessions.
*”Highlight” circle time is the intro period for each session – group members sit in a circle and share
the highlight of their last week. Ground rules include only positive reinforcement and that everyone has
to share a highlight.
Session 1 - Introduction:
1. Greeting and icebreaker activity (see Appendix 1)

2. Introduction to Natasha Friend (see Appendix 2)
Session 2 - Perfect
1. ―Highlight‖ circle time

2. Booktalk on Perfect (see Appendix 3)
3. Read aloud Chapter 1
4. Discuss Chapter 1
5. Assign Chapters 2-5 to be completed before next session + 1 Discussion Question per member
per chapter
Session 3 - Perfect:

2. Discuss Chapters 2-5
per chapter

4. Assign Chapters 12-15 to be completed before next session + 1 Discussion Question per
member per chapter
Session 5 – Perfect:

per chapter


per chapter

3. Eating Disorder Resource Discussion (led by guidance counselors) using Resource Guide at the
end of the book. (See Appendix 3)
Session 8: Lush

2. Booktalk on Lush (see Appendix 4)
per chapter
Session 9 - Lush:

per chapter
Session 10 - Lush:

per chapter
Session 11 – Lush:


per chapter
Session 12 - Lush:

3. Alcoholism Discussion (led by guidance counselors) using Resource Guide at the end of the
book (See Appendix 4)
Session 13 - Perfect/Lush

2. Compare/Contrast Isabelle in Perfect and Sam in Lush
3. Role play how Isabelle and Sam would react in different situations based on their life
experiences
Session 14 - Bounce

2. Booktalk on Bounce (see Appendix 5)
per chapter
Session 15 - Bounce:

per chapter

4. Assign Chapters 15-18 to be completed before next session + + 1 Discussion Question per
member per chapter
Session 17 – Bounce:



per chapter

3. Read aloud pages 163-168
4. Assign Chapters 23-24 (starting with page 169) to be completed before next session + 1
Discussion Question per member per chapter

3. Blended Families Resource Discussion (led by guidance counselors - see Appendix 5)
Session 20 – Final Project/Discussion #1

2. Compare/Contrast Isabelle in Perfect, Sam in Lush, and Evyn in Bounce
3. Each member brainstorms and chooses the character she most relates to - shares with group
which character and rationale

2. Members write scripts for podcasts/video diaries in the voice of their character
3. Members rehearse and gather materials for production at next meeting

2. Members record their audio or video diaries
Session 23 - Final Project/Discussion #4

2. Members share their audio/video diaries
3. Final party! OR begin work on new books for the book club

Appendix 1 – Icebreaker
*This is a popular icebreaker which can be found in numerous places online
Adapted from:
Life with the Wright Family (n.d.). Retrieved November 22, 2009, from
http://www.cdc.gov/HealthyYouth/SHI/training/10-Resources/docs/WrightFamily.pdf
LIFE WITH THE WRIGHT FAMILY
MATERIALS NEEDED:
�The Wright Family Story
�One pencil for each person in the group
ACTIVITY INSTRUCTIONS:
1. Have your entire group stand in a circle, shoulder to shoulder.
2. Give each person in the circle a pencil
3. Tell the group that you are going to read them a story and every time they hear any word that sounds
like right, they are to pass the object in their hand to the person on their right, and every time they
hear the word left, they should pass the object to the left.
4. Start reading the story (below) slowly so that they have a chance to catch on to what you want them to
do. After a few passes stop the story and ask them how they are doing. Check to see that everyone
has an pencil in his hand. If your group is typical, some will have two or three objects and others will
not have any. Have them redistribute the objects so that everyone has one again.
5. Now continue to read the story, getting faster as you go. Stop the story a couple of more times to
check on how they are doing.
6. After reading the story, ask the following questions:
�How much of the story can you remember?
�What does this activity tell us about communication?
�What does this activity tell us about teamwork?
�What does this activity tell us about listening skills?
7. After the group has discussed the purpose of the activity, tell them that this activity required
teamwork, much like the bookclub will.

Appendix 1 - Icebreaker (Continued)
STORY:
―Life with the Wright Family‖

One day the Wright family decided to take a vacation. The first thing they had to decide was who
would be left at home since there was not enough room in the Wright family car for all of them. Mr.
Wright decided that Aunt Linda Wright would be the one left at home. Of course this made Aunt Linda
Wright so mad that she left the house immediately yelling "It will be a right cold day before I return".
The Wright family now bundled up the children, Tommy Wright, Susan Wright, Timmy Wright
and Shelly Wright and got in the car and left. Unfortunately, as they turned out of the driveway someone
had left a trash can in the street so they had to turn right around and stop the car. They told Tommy
Wright to get out of the car and move the trash can so they could get going. Tommy took so long that
they almost left him in the street. Once the Wright family got on the road, Mother Wright wondered if
she had left the stove on. Father Wright told her not to worry he had checked the stove and she had not
left it on. As they turned right at the corner, everyone started to think about other things that they might
have left undone.
No need to worry now, they were off on a right fine vacation. When they arrived at the gas
station, Father Wright put gas in the car and then discovered that he had left his wallet at home. So
Timmy Wright ran home to get the money that was left behind. After Timmy had left, Susan Wright
started to feel sick. She left the car saying that she had to throw up. This of course got Mother Wright's
attention and she left the car in a hurry. Shelly Wright wanted to watch Susan get sick, so she left the car
too. Father Wright was left with Tommy Wright who was playing a game in the backseat.
With all of this going on Father Wright decided that this was not the right time to take a vacation,
so he gathered up all of the family and left the gas station as quickly as he could. When he arrived home,
he turned left into the driveway and said "I wish the Wright family had never left the house today!
Right?‖

Appendix 2 – Natasha Friend
Background note about the author/selection:
Natasha Friend seems to truly grasp the intricacies of distress in teenagers, most likely because of her
time as a camp counselor and teacher. Of course, at one time in her life, she was a teenager too! This
insight cannot be undervalued, by all means. Natasha Friend writes on her website about the angst she
suffered as a teenager and lets it all come out in her books – Perfect, Lush, and Bounce.
Read full bio and FAQ from:
http://www.natashafriend.com/natasha.html and http://www.natashafriend.com/FAQ.html
Read excerpts from Natasha Friend’s acceptance speech for the Golden Sower Award:
http://www.nebraskalibraries.org/goldensower/museum/youngadult/img_ya/2007.Perfect_Transcript.pdf

Appendix 3 – Perfect
Title: Perfect
Author: Natasha Friend
Publisher: Scholastic
Date September 2006
published:
Genre: Contemporary Realistic Fiction
Grade level: 6-12
Booktalker: Kate Olson
(Written by Kate Olson, 2009)
Booktalk Script:
Many teenagers deal with the issues that Isabelle struggles with in Perfect – body image, eating
disorders, friendships, and grief. While there is no perfect solution for teenagers dealing with these
issues, there is one thing that can truly help – talking to a trusted adult. That is brought up in Perfect and
I would encourage anyone listening to or reading this booktalk to seek out a trusted adult if you are in a
time of distress.
Isabelle thought things were bad enough when her dad died unexpectedly, but oh no. Things
turned from bad to horrid when her younger sister discovered her throwing up one day, and then, horror
of horrors, told their MOTHER! Isabelle barely had time to think before she found herself in an eating
disorders therapy group. Now, Isabelle isn’t a girl who thought very highly of herself, and envied the
―perfect‖ girls at school. You know the ones I’m talking about, right? The ones with perfect hair, perfect
skin, and of course, the perfect clothes. Are these creatures even REAL? How can they be? Anyway,
Isabelle totally looked up to these girls in her middle school and desperately wanted to be one. This is
part of why she turned to bulimia, which means eating a ton of food and making oneself throw up, in the
first place. She thought she had to be skinny to be perfect. However, when Isabelle was at group
counseling, one of those ―perfect‖ girls ended up being in the SAME group. Is it possible that a perfect
girl could have problems too?
In the book Perfect, Isabelle discovers that there are different kinds of friends, different ways of
handling grief, and most importantly, that being perfect does NOT include being skinny. Find out how
she deals with her friendship with Ashley – does she have the strength to heal herself without losing a
new friend?

Appendix 3 – Perfect (Continued)

Discussion Resources:
Students will be developing discussion questions based on the topics of fitting in, therapy, eating
disorders, the importance of talking about problems, mother-daughter relationships, grieving for a lost
parent, sibling relationships, and unexpected friends.
As students learn to develop higher-order thinking questions, the following resource will be helpful:
Kate Olson’s QAR Delicious Links: http://delicious.com/kolson29/QAR
In addition, discussions can be prompted from the following guides:
Aubrey Wardle’s Discussion Module - http://english.byu.edu/novelinks/Novel%20Pages/Perfect.htm
Natasha Friend’s Mother-Daughter Book Guide - http://www.natashafriend.com/2080464433.html
Eating Disorders Resources:
Eating Disorders Resource Guide in the back of the 2006 Scholastic printing of Perfect
Center for Young Women’s Health Eating Disorders Guide for Teens –
http://www.youngwomenshealth.org/eating_disorders.html

Appendix 4 - Lush
Title: Lush
Date September 2006
published:
Grade level: 6-12
(Booktalk written by Joni Richards

Bodart for Scholastic)
Booktalk:
A great booktalk for Lush is Scholastic’s version written by Joni Richards Bodart. This can be retrieved
from: http://www2.scholastic.com/browse/collateral.jsp?id=1507
Students will be developing discussion questions based on the topics of fitting in, secrets, alcoholism,
the importance of talking about problems, mother-daughter relationships, forgiveness, caring for a
younger sibling, and unexpected friends.
In addition, discussions can be prompted from the following guide:
Rhode Island Teen Book Award Lush Discussion Module:
http://www.yourlibrary.ws/YA_Webpage/ritba/ritba08/lush.htm
Alcoholism Resources:
Alcoholism Resource Guide in the back of the 2006 Scholastic printing of Lush
Alanon/Alateen - http://www.al-anon.alateen.org
Children of Alcoholics Foundation - http://www.coaf.org
National Association for Children of Alcoholics - http://www.nacoa.org

Appendix 5 - Bounce
Title: Bounce
Date September 2007
published:
Grade level: 6-12
(Booktalk written by Joni Richards
Bodart for Scholastic)
Booktalk:
A great booktalk for Bounce is Scholastic’s version written by Joni Richards Bodart. This can be
retrieved from: http://www2.scholastic.com/browse/collateral.jsp?id=31079.
Students design all discussion questions with prompts to develop higher-order questions – topics should
include family relationships, dealing with grief over a lost parent, fitting in at a new school, and the
changing relationships with friends as life circumstances change.
Stepfamily and Remarriage Resources:
Bonus Families Kids & Teens - http://www.bonusfamilies.com/bonus-teens.php
Stepliving for Teens by Joel Block and Susan Bartell
TeenCentral.net – Remarriage - http://www.teencentral.net/Stuff/remarriage/remarriage1.htm

Appendix 6 – References
Al-Anon Family Group Headquarters. (2004). Retrieved November 22, 2009, from Al-Anon/Alateen:
http://www.al-anon.alateen.org/
Block, J. D., & Bartell, S. (2001). Stepliving for teens: Getting along with stepparents, parents, and
siblings. New York: Price Stern Sloan.
Center on Addiction and the Family (n.d.). Retrieved November 22, 2009, from http://www.coaf.org/
Bonus families: Kids and teens (n.d.). Retrieved November 22, 2009, from
http://www.bonusfamilies.com/bonus-teens.php
Eating disorders: A general guide for teens (2008, December 5). Retrieved November 22, 2009, from
http://www.youngwomenshealth.org/eating_disorders.html
English Language Arts - Standard A - Performance Standards Grade 8 (2009, September 16). Retrieved
November 20, 2009, from http://dpi.wi.gov/standards/elaa8.html
Bodart, J. R. (n.d.). Bounce scholastic booktalk. Retrieved November 22, 2009, from
http://www2.scholastic.com/browse/collateral.jsp?id=31079
Bodart, J. R. (n.d.). Lush scholastic booktalk. Retrieved November 22, 2009, from
http://www2.scholastic.com/browse/collateral.jsp?id=1507
Friend, N. (2004) Perfect. New York: Scholastic.
Friend, N. (2006) Lush. New York: Scholastic.
Friend, N. (2007) Bounce. New York: Scholastic.
Friend, N. (2007) Natasha Friend’s acceptance speech at the NLA/NEMA Conference. Retrieved
November 22, 2009 from
http://www.nebraskalibraries.org/goldensower/museum/youngadult/img_ya/2007.Perfect_Transc
ript.pdf
Friend, N. (2009). Natasha Friend Awards. Retrieved November 22, 2009 from
http://www.natashafriend.com/Awards.html
Friend, N. (2009). Natasha Friend Bio. Retrieved November 22, 2009, from
http://www.natashafriend.com/natasha.html
Friend, N. (2009). Natasha Friend FAQ. Retrieved November 22, 2009, from
http://www.natashafriend.com/FAQ.html

Friend, N. (2009). Perfect Mother-Daughter Book Guide. Retrieved November 22, 2009 from
http://www.natashafriend.com/2080464433.html
Life with the Wright Family (n.d.). Retrieved November 22, 2009, from
http://www.cdc.gov/HealthyYouth/SHI/training/10-Resources/docs/WrightFamily.pdf
National Association for Children of Alcoholics (n.d.). Retrieved November 22, 2009, from
http://www.nacoa.org/
Olson, K. (2009). Kate Olson’s QAR Delicious Links. Retrieved November 22, 2009 from
http://delicious.com/kolson29/QAR
Rhode Island Teen Book Award Lush Discussion Module (n.d.). Retrieved November 22, 2009, from
http://www.yourlibrary.ws/YA_Webpage/ritba/ritba08/lush.htm
TeenCentral: The marriage-go-round (n.d.). Retrieved November 22, 2009, from

http://www.teencentral.net/Stuff/remarriage/remarriage1.htm
Wardle, A. (2007). Perfect: Novel information and resources. Retrieved November 22, 2009 from
http://english.byu.edu/novelinks/Novel%20Pages/Perfect.htm

Appendix 7 – Reflection
Reflection on Project Creation:
While I have not had the opportunity to implement this unit plan with actual students, I truly look
forward to doing so. In addition, I plan to post a version of the plan on my website for use by other
teachers, so even if I do not get to start my book club in the near future, I know all of my hard work was
not in vain. During the creation of this unit, I knew that in actual implantation, things would change due
to the fluid nature of any lesson. However, the basic skeleton of the plan will allow me or other teachers
to use all or parts of the unit with enough flexibility to mold it to their timeframe and audience. In
addition, I hope to be able to add my own full discussion guides based on questions that my students
develop during the course of the unit. I am very excited about going through the question-generation
process with students and realize that although the discussion will not be as regimented as it would be
with teacher-prepared questions, a large part of this book club is having the students feel ownership.
Designing their own questions will do a great deal of good when working toward that goal. The process
of creating this project renewed my excitement for young adult literature and I will be walking away
from this course and project re-energized and looking for more eager minds on which to imprint my love
of reading.

Natasha Friend Unit Plan: RDGED 704 - Final Project

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KATE OLSON

Natasha Friend Unit Plan

SUBMITTED TO: SHARRON MCELMEEL – PROFESSOR – UW-STOUT

Appendix 2 – Natasha Friend……………………………………………………………….11

Kate Olson - 2009 Page 2

Acclaim for Literature Chosen:

Retrieved from: http://www.natashafriend.com/Awards.html

BOUNCE (Scholastic, 2007)

One of NYPL's Best Books for the Teen Age, 2008

LUSH (Scholastic, 2006)

International Reading Association Y.A. Choices for 2008

PERFECT (Milkweed Editions, 2004)

Isinglass Teen Book Award, 2008

Kate Olson - 2009 Page 3

Book Sense Pick, 2005

Wisconsin Language Arts Model Academic Standards

A.8.2 Read, interpret, and critically analyze literature.

Kate Olson - 2009 Page 4

1. Greeting and icebreaker activity (see Appendix 1)

1. ―Highlight‖ circle time

1. ―Highlight‖ circle time

1. ―Highlight‖ circle time

1. ―Highlight‖ circle time

Kate Olson - 2009 Page 5

1. ―Highlight‖ circle time

1. ―Highlight‖ circle time

1. ―Highlight‖ circle time

1. ―Highlight‖ circle time

1. ―Highlight‖ circle time

1. ―Highlight‖ circle time

Kate Olson - 2009 Page 6

1. ―Highlight‖ circle time

1. ―Highlight‖ circle time

1. ―Highlight‖ circle time

1. ―Highlight‖ circle time

1. ―Highlight‖ circle time

1. ―Highlight‖ circle time

Kate Olson - 2009 Page 7

3. Read aloud Chapter 19

1. ―Highlight‖ circle time

1. ―Highlight‖ circle time

Session 20 – Final Project/Discussion #1

1. ―Highlight‖ circle time

Session 21 – Final Project/Discussion #2

1. ―Highlight‖ circle time

Session 22 – Final Project/Discussion #3

1. ―Highlight‖ circle time

Session 23 - Final Project/Discussion #4

1. ―Highlight‖ circle time

Kate Olson - 2009 Page 8

*This is a popular icebreaker which can be found in numerous places online

LIFE WITH THE WRIGHT FAMILY

�The Wright Family Story

�One pencil for each person in the group

Kate Olson - 2009 Page 9

Appendix 1 - Icebreaker (Continued)

―Life with the Wright Family‖

Kate Olson - 2009 Page 10

Appendix 2 – Natasha Friend

Background note about the author/selection:

Read full bio and FAQ from:

http://www.natashafriend.com/natasha.html and http://www.natashafriend.com/FAQ.html

Kate Olson - 2009 Page 11